THE CRITICAL DIDACTIC MOVEMENT AND PEDAGOGICAL-DIDACTIC THINKING IN THE 1980’S

Abstract

The article aims to analyze the movement of anti-hegemonic proposals, notably, in the 1980s, in the context of the movement of critical didactics and their epistemological repercussions in the field of pedagogy and didactics. To do so, we examined some of the most significant productions in the field of didactics, which presuppose the dialectical method as a method of investigation. In the theoretical-methodological treatise we assumed the understanding of pedagogy being the science of and for the educational practice and Didactics, the theory of teaching in its entirety and in its movement. At the same time, we opted for Marx's SOCIAL BEING theory and its expressions in historical-critical pedagogy. The results of the study indicate that the critical didactic movement was not only an alternative to the official pedagogy, marked by the pedagogical technicality, but an opposition to the systematization of pedagogical guidelines that makes a rigorous criticism to the

bourgeois perspective of school, at the same time that they struggle for the democratization of public schools, privileged space of systematized knowledge, historically advanced and systematized contents, for the professional valorization of teachers and their intellectual autonomy starting on the development of an acute awareness of the purposes of education and teaching practice; and, still, endowing them with a theoretical-scientific training, powerful, capable of emancipating them. Thus contributing to the students' omnilateral training process.